PSY-8564-Frischknecht

ALLIANT INTERNATIONAL UNIVERSITY-CSPP
One Beach Street, Suite 100
San Francisco, CA 94133

PSY8564 SUPERVISION: HEAD START BEHAVIORAL HEALTH TRAINEES
FALL SEMESTER 2009 COURSE SYLLABUS


Course Number: PSY8564

Course Title: Supervision: Head Start Behavioral Health Trainees

Applicable for the following term: Academic Year 2009-2010

Units: 1 unit

LOCATION: AIU-CSPP Campus, Room

TIME: 5:10 p.m. to 7:00 p.m.

Open TO YEAR LEVELS: G-3 to G-5

Class Day/Time: Wednesdays on alternate weeks (*note November 2009) beginning 09/02/2009
for a total of 8 classes this semester.

GRADING: Letter grades

INSTRUCTORS: Tony Rousmaniere, Psy.D. and Jennifer (Jenna) Frischknecht, Psy.D., J.D.

CONTACT INFORMATION:
Tony Rousmaniere: Office: (415) 401-7405
Email: tony@doctorrousmaniere.com
Jenna Frischknecht: Office: (510) 628-9065 ext. 310
Email: jfrischknecht@juno.com
Fax and Mailing information for both professors is the same:
Fax: (510) 628-9068
Mailing Address: 519-17th Street Suite 210
Oakland, CA 94612
Office hours are scheduled by appointment. We are on campus Wednesdays.


I. RATIONALE:
The Psy.D. and Ph.D. clinical psychology programs are organized to enable students to build sequentially on both knowledge and skills. This course is open to both Psy.D. and Ph.D. students, and has as its primary purpose the introduction of advanced-level students to individual supervision in the role of supervisor.

Each course in the Psy.D. and Ph.D. program is designed to accomplish program specific learning outcomes (or training goals and objectives). With regard to Psy.D. program learning outcomes, this course helps in the fulfillment of the following:


B. To develop students/graduates who demonstrate competency in: 1) relationship,
2) assessment and 3) intervention
C. To develop students/graduates who have the knowledge, skills, and attitudes necessary
to function professionally in a multicultural society
D. To develop students/graduates who have professional problem solving skills and
attitudes essential for life-long learning and scholarly inquiry


With regard to Ph.D. program learning outcomes, this course helps in the fulfillment of
the following:
1. To prepare students to be effective professional psychologists who are skilled at
evaluating psychological functioning and providing effective interventions with diverse
clients across a range of settings
3. To prepare students to be ethical and responsible professional psychologists who are
committed to life-long learning and productivity

II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES AND
ASSESSMENT:

A. Course Description: This course will focus on the supervision of pre-clinical level practicum students using an individual supervision model. Students will supervise Practicum I Psy.D. students in a Head Start preschool program through Child Start, Incorporated (Napa and Solano counties) in individual sessions once per week and in turn will be supervised.

B. Purpose of the Course: By the end of the academic year, students will be able to organize the information needed to supervise the pre-clinical practicum students working with the Head Start target child population (preschoolers) and gain a knowledge of basic concepts regarding the individual supervision format. In addition, students will be able to understand the ethical and legal aspects of the supervisor role.

C. Specific Learning Outcomes: Specifically, by the end of the academic year and upon completion of this course, students will be able to :
1. Demonstrate the use of a variety of supervision techniques in role play;
2. Demonstrate the use of supervision techniques through reports of supervision sessions;
3. Demonstrate professional behavior as an individual supervisor in the role of supervising
pre-clinical practicum students

D. Instructional Strategy: Students themselves will be supervised in the role of individual supervisor by both the course instructor and class members through the use of group (peer and faculty) evaluation of reported supervision sessions. In addition, role played supervision sessions using class members will also be used as needed to demonstrate supervision techniques. Lectures, class discussions, and readings will focus on generic supervision issues.

E. Course Component on Multicultural and International Issues: Underlying the framework of this course exists foundational multicultural considerations (race, class, gender, culture, sexual orientation) and their individual and collective effect upon the supervision process. We will examine these issues through class lectures, discussion, role plays and assignments. It will be particularly important to maintain an awareness of how these factors may influence the supervisory relationships that are developed.

F. Description of Course Requirements and Assessment Methods: Class participation (attendance, discussion, assigned readings, role plays, in-class assignments, professional behavior); required supervision sessions (with evaluation forms and supervision logs for each supervisee); self-assessment paper.

Every effort will be made to accommodate students with disabilities. To facilitate this, students requesting accommodations in any class or with homework and/or exams and quizzes should identify themselves to the instructor in a timely fashion (at least two weeks prior to any exams and/or due dates) by presenting an accommodation letter. If you need to determine if you qualify for accommodations due to a disability or to obtain an accommodation letter, please contact Nina Ghiselli, Psy.D. in the Office of Disability Services at 415/955-2164 or at nghiselli@alliant.edu.

You need to understand clearly that you will be evaluated based upon your classroom participation in addition to written assignments. Therefore, the following course requirements are relevant for the entire year-long course:

Regular Attendance: If you ever find it is impossible to attend a class session, you are expected to inform either professor. Either leave a written message in either adjunct faculty mailbox or call either one of us at our previously given office telephone numbers. If you have more than one absence in a semester, you will be required to meet with professors individually and to complete a written paper on a topic assigned.

Active Participation in Class Discussions: This class functions on a peer consultation model—therefore you NEED to participate! We expect each student to become a part of the team and to provide for each other an atmosphere of respect and thoughtful commentary upon what is shared. We envision this seminar as a safe place for each of you to explore the area of professional development related to learning to supervise another student. If at any time you don’t feel safe in expressing your thoughts/feelings on a topic appropriate to the classroom discussion, it is your responsibility to let either/both professors know in class or privately.

Professional Behavior: You are to behave in a manner that is ethically, legally, and clinically appropriate, particularly in the area of supervision. If you have questions regarding this, please refer to the “Education and Training” section of the American Psychological Association 2002 Ethical Principals and Code of Conduct (available in its entirety at http://www.apa.org/ethics/).
As a supervisor, be prepared and on time for the supervision session, review material that you may need to know in order to adequately provide training, provide a safe environment for learning, and maintain the confidentiality of your student(s). With further regard to the issue of confidentiality, this will be maintained through the use of initials only when discussing your supervisees in this class. Additionally, if issues pertaining to your supervisee arise which you feel may be inappropriate to discuss within the group format, please contact me to make an appointment and discuss the matter privately.

The Scheduling and Carrying-Out of Weekly 1-Hour Individual Supervision Sessions:
- Teaching the student how to use individual supervision for consultation, presenting cases,
and processing work as a clinician;
- Assessing developmental needs and providing information required for the student to
succeed;
- Monitoring the student’s on-site activities through review of forms* and communication
with student (see forms below*);
- Exploring countertransference issues in a safe manner;
- Working with the student to develop a genogram of her/his family when she/he was four
years old and at present;
- Providing feedback and direction for the student in her/his role as a “Behavioral Health
Trainee (BHT)” and developing psychologist:
- Teaching basic skills for becoming a psychologist (i.e., observation skills, developing
appropriate activities for individual target children and groups, learning how to consult
with staff and/or parents appropriately, writing progress and process notes, writing case
reports, developing case presentations, preparing case examples for mathcing interivews)
- Providing a mentoring role as a more expeienced AIU/CSPP student;
- Maintaining a professional role and appropriate boundaries as a supervisor and not a
therapist or friend, providing a minimum of 25 sessions over the year. Use the
Supervision Log attached to this syllabus to document sessions.




* Forms for your review (7): You will monitor student activities by reviewing and using the following
forms with the BHT (see the attached packet including a sheet of instructions for the BHTs):
-Behavioral Health Trainee (BHT) Program (“attendance poster”) -Weekly Log
-Yearly Requirements -Training Syllabus
-Behavioral Health Teaching Tool (1 per semester) -Target Child Notes
-Target Child Report


The Professional Handling of Crises and Other Serious/Emergency Situations: Contact either primary supervisor (Tony Rousmaniere, Psy.D. or Jenna Frischknecht, Psy.D.) immediately or as
soon as possible should a problem arise (i.e., the need for a CPS report, severe depression in a supervisee) by calling 415/939-1060 or 415/401-7405 and leaving a message if there is no response. Consultation questions between classes which are not of a serious/emergency nature may be e-mailed to either professor at the e-mail addresses as listed on the first page of this syllabus.



G. Grades will be based upon all above-listed course requirements (Section F of this syllabus). Failure to perform with doctoral-level quality in any of these areas will be grounds for no credit and failure.
A No Concern, Pass with Credit
B No Concern or Some Concern, Pass with Credit
C Serious Concern, Pass with Credit
D Serious Concern, No Credit
F Failed Performance, No Credit
III. COURSE READINGS AND MATERIALS:


Required:


Falendar, C.A. & Shafranske, E.P. (2004). Clinical Supervision: A competency-based approach. Washington, DC: American Psychological Association. ISBN: 1-59147-119-2


Campbell, J.M. (2000). Becoming an effective supervisor: A workbook for counselors and psychotherapists. Philadelphia, PA: Accelerated Development. ISBN: 1-56032-847-9

(For this second required text, you are only required to read the key points of the content area.
Thus, readings from this text are actually quite brief. It is recommended that you review the
questions contained in the exploration questions section of each chapter and perhaps even
answer some of them.)



Recommended:

Ames, L.B. & Ilg, F.L. (1985). Your three-year-old: Friend or enemy? New York: Dell Publishing.

Ames, L.B. & Ilg, F.L. (1976). Your four-year-old: Wild and wonderful! New York: Dell Publishing.

Barnes, G.G., Down, G. & McCann, D. (2000). Systemic supervision: A portable guide for
supervision training. Philadelphia: Jessica Kingsley Publishers.

Carroll, M. & Holloway, E. (Eds.) (1999). Counseling supervision in context. Thousand Oaks, CA: Sage Publications.

Greben, S.E. & Ruskin, R. (Eds.) (1994). Clinical perspectives on psychotherapy supervision.
Washington, DC: American Psychiatric Press.

Haley, J. (1996). Learning & teaching therapy. New York: Guilford Press.

Holloway, E. (1995). Clinical supervision: A systems approach. Thousand Oaks, CA: Sage
Publications.

Holloway, E. & Carroll, M. (Eds.) (1999). Training counseling supervisors. Thousand Oaks, CA:
Sage Publications.

Nuefeldt, S.A. (1999). Supervision strategies for the first year practicum. Alexandria, VA:
American Counseling Association.

Pope-Davis, D.B. & Coleman, H.L.K. (Eds.) (1997). Multicultural counseling competencies:
Assessment, education and training, and supervision. Thousand Oaks, CA: Sage Publications.

IV. COURSE OUTLINE BY WEEK

Please note: Again, remember when discussing your supervisees to identify each by their initials
only. Also, when discussing issues pertaining to your supervision, be prepared with
a consultation question. This involves thinking about what you hope to accomplish
in discussing this student. What do you need to understand about yourself? About
your student? About the “client” or agency? Use your countertransference to
inform you and help to form your consultation question. Is your consultation
question related to your role with one or all of your supervisees? Is this a question of
roles (i.e., supervisor v. therapist)? Your goal here is to learn how best to use the
consultation process to inform your work as a supervisor.


Key to reading assignments:

F&S = Falender, C.A. & Shafranske, E.P. (2004). Clinical supervision: A competency-based approach.

Campbell = Campbell, J.M. (2000). Becoming an effective supervisor: A workbook for counselors and psychotherapists




WEEK 1 Orientation to the course (course syllabus, requirements, objectives)
(09/02/09) *Introductions
*Reflection on our own experiences with supervision
*Information that supervisors need in order to supervise this particular
group of trainees
*Complete schedules in order to be matched with supervisee(s)

Readings: Campbell, Chapters 1, 2, and 11 (just skim Chapter 11)

Assignments: We will place matching information in your school mailbox
by 09/15/09, assigning supervisees to each of you. Once you’ve received this information, please contact each supervisee by placing a note in his/her school mailbox with your phone number, good times to call you, e-mail address, and days/times when you are potentially available for supervision.



WEEK 2 NO CLASS
(09/09/09)


WEEK 3 Getting Started:
(09/016/09) *Focus on developmental expectations, family life cycle issues, risk factors
and potential mental disorders anticipated for target child population
(Review of Behavioral Health Teaching Tool)
*Focus on organizational characteristics of a Head Start program and why
requirements for trainees were instituted in the way they are.
*Plan initial supervision sessions by using the readings below to think about
what you want to achieve. You need to place a contact note (see
above) with each supervisee by the end of this week (09/18/09).


Readings: -Campbell, Chapter 3 What are models of supervision?
(Focus in particular on family therapy models, brief therapy,
and solution-focused models)
-F&S Chapter 1 The practice of clinical supervision
-F&S Appendix A Sample supervision contract outline

Assignments: Review developmental and family life cycle tables handed out in this class, as well as Head Start paperwork handed out in the initial class. Review DSM-IV sections related to mental disorders that might by anticipated in the target population. Make and keep your initial appointment with your supervisee(s) and have each do the two genograms as assigned. Your own genograms are also due by the next class—please bring all genograms to class with you from Week 5 forward.





WEEK 4 NO CLASS
(09/23/09)



WEEKS 5, 7, 9, 12, 14, 16: Each of the following classes will focus on group supervision of individual supervision sessions. You are expected to be able to contribute to the discussion as a result of personal experience and through a review of the pertinent readings. Our goal will be for each student/supervisor in the class to present at least one of their supervisees and then we will talk about the rest of the supervisees as we have time.
*Please make a note of the schedule for the remainder of this semester, with
a two-week break in November due to the Veteran’s Day Holiday.



WEEK 5 Readings: - Campbell, Chapter 4 What are the methods and techniques of
(09/30/09) clinical supervision?
- Campbell, Chapter 5 What is the role of the relationship in
supervision?
- F&S, Chapter 2 What makes for good supervision?



WEEK 6 NO CLASS
(10/07/09)


WEEK 7 Readings: - Campbell, Chapter 6 How does the supervisor select methods
(10/14/09) and techniques to help the supervisee grow and develop?
-Campbell, Chapter 9 What is the role of administrative tasks in
supervision? (Focus upon sections on pages 194 and 196
regarding evaluation.)
-F&S, Chapter 3 Building technical competence



WEEK 8 NO CLASS
(10/21/09)




WEEK 9 Readings: -F&S, Chapter 4 Addressing personal factors in supervision
(10/28/09)



WEEK 10 NO CLASS
(11/04/09)



WEEK 11 NO CLASS DUE TO VETERAN’S DAY HOLIDAY
(11/11/09)





WEEK 12 Readings: -F&S, Chapter 5 Alliance in therapeutic and supervisory
(11/18/09) relationships




WEEK 13 NO CLASS (THANKSGIVING HOLIDAY)
(11/25/09)



WEEK 14 Readings: -Campbell, Chapter 8 What is the role of multicultural issues in
(12/02/09) supervision?
-F&S, Chapter 6 Building diversity competence in supervision
-F&S, Appendix C Cross-cultural counseling inventory-revised


Assignment: Assess yourself with the assistance of your supervisees using
F&S text, Appendix B Working alliance inventory





WEEK 15 NO CLASS
(12/09/09)




WEEK 16 Assignments Due: -Fall Semester Self-Assessment
(12/16/09) -Supervision Log for each supervisee
-Evaluation Form (with comments) for each supervisee